[pt] O surgimento das fintechs tem promovido intensa mudança na relação entre instituições financeiras e clientes, com destaque para consumidores de baixa renda, que representam parcela relevante do consumo de serviços bancários. Neste contexto, o presente estudo tem como objetivo identificar os valores que motivam consumidores de baixa renda a aderirem a contas digitais e cartões de crédito de fintechs. Para tanto, foi realizada pesquisa qualitativa exploratória com dados coletados em 15 entrevistas individuais, junto a consumidores residentes no Rio de Janeiro, com renda de até 2.000,00 reais. Os dados foram analisados por meio de técnicas de análise de conteúdo, bem como a partir da axiologia de consumo de Floch (1990), desenvolvida no contexto teórico da semiótica discursiva de linha francesa. Os resultados indicam a coexistência de valores práticos, críticos e utópicos nos discursos dos consumidores. Os resultados deste estudo apontam para diversas implicações gerenciais, que podem orientar gestores de fintechs que pretendem adaptar ou criar soluções para atender o público de baixa renda, com destaque para a disponibilidade de crédito, humanização do suporte e canais de atendimento, investimento em propaganda boca-a-boca e em influenciadores digitais e locais e aumento da percepção de solidez e segurança. / [en] The emergence of fintech has promoted an intense change in the relationship between financial institutions and customers, with emphasis on low-income consumers who represent relevant participation in the consumption of banking services. In this context, this study aims to identify the values that motivate low-income consumers to join digital accounts and credit cards from fintech. To this end, exploratory qualitative research was carried out with data collected in 15 individual interviews, with consumers residing in Rio de Janeiro, with an income of up to 2,000.00 reais. The data were analyzed using content analysis techniques, as well as from the axiology of consumption by Floch (1990), developed in the theoretical context of the French discursive semiotics. The results indicate the coexistence of practical, critical, and utopian values in the discourse of consumers. The results of this study point to several managerial implications that can guide managers of fintech that intend to adapt or create solutions to serve the low-income public, with emphasis on credit availability, humanization of support and service channels, investment in word-of-mouth advertising and digital and local influencers, and increase the perception of solidity and security.

Many children in low-income areas are failing in schools, frequently due to substandard reading skills. Research has shown that early intervention can help alleviate this problem. However, most early intervention strategies are very expensive and labor intensive for school personnel. Furthermore, it is often not clear what programs will work with a certain student population due to their widely diverse backgrounds. In low-income schools, parents are often an ignored resource. Many teachers complain about lack of parent involvement, and yet most do nothing to solicit it. Using parents to help provide beginning reading practice for their children could be a way to involve families in the school and help children gain vital reading skills. This study investigated the effects of parent training in a fluency reading method called “Paired Reading” among low-income first grade students. A one-hour training sessions was offered at two different times to the parents of four first grade classes in an urban elementary school. Thirty-one participated. The children of these parents constituted the experimental group. This group was pretested and posttested to assess reading fluency, sight word recognition and reading attitudes. Forty-one students at a neighboring elementary school acted as the control group for this study. Qualitative interviews were also conducted on experimental group parents and teachers. The results indicated significant gains in reading fluency, sight word recognition and attitudes about reading. Also, there was a significant relationship between the minutes a child spent practicing Paired Reading with the parent and the amount of improvement the child made. Interview data suggested that parents welcomed this type of training session and enjoyed doing the activities with their children. Unfortunately, the interview data also indicated that teachers were negative about the efficacy of parent training sessions and had no immediate plans to implement such classes.

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